C01-1 Checkpoint Proposal: Design Brief Ready
Status: Proposal (pending Jeremy's approval) Created: 2026-04-12 Source: TKT-004 — C1-1 Assessment Package
Checkpoint A: Design Brief Ready
This checkpoint gates C1-1 (Design Brief Presentation). A student who completes all items is ready to join the presentation queue. A student who hasn't completed the checkpoint uses class time to finish --- naturally reducing their validation time and depth.
Student Self-Check Criteria
Students can check each item themselves before the lesson:
- Problem/need/opportunity stated --- Brief has a clear section naming a specific, concrete problem, need, or opportunity.
- Solution described --- Brief explains what the software does and how it addresses the problem. A reader unfamiliar with the project could understand the idea.
- Users identified and described --- Primary and secondary users are named with enough detail to picture them (not just "students" but specific types of users with context).
- Programming language stated with reasons --- Language or framework is named with an explanation of why it suits the project.
- Feasibility and originality addressed --- Brief includes a section on whether the project is achievable and what makes it different.
- Artefact ready --- Brief committed to GitHub, printed copy in hand, cue card prepared (quarter A4, key talking points only), practiced presenting at least once timed at ~5 minutes.
Teacher Quick Check (circulating, <60 seconds per student)
| Check | What to look for |
|---|---|
| Printed brief | Physical copy on desk, covers all 5 content sections. They exist and say something specific. |
| Cue card | Quarter A4 or smaller. Key words, not a script. |
| Quick verbal | "In one sentence, what problem does your project solve?" Clear + specific = ready. |
Feedback Prompts (done to strong)
| Area | Prompt |
|---|---|
| Problem too vague | "Your problem is generic. Which specific people have this problem and when?" |
| Users generic | "You say 'teachers and students.' What does a teacher actually do with your app first?" |
| Language thin | "You chose Python. Why Python and not something else? What does it give you?" |
| Feasibility missing | "I see what you're building but not why you can build it. What's your argument?" |
| Originality unclear | "If I Googled this, what would I find? What's your twist?" |
| Ready for depth | "Now think about weaknesses. What could go wrong, and what would you do?" |
Proposed Checklist Integration
Where: C01-2026 checklist, before the C1-1 assessment tasks.
Suggestion: Group learning tasks under "Checkpoint A tasks" heading so students can track their readiness. The checkpoint items above become the self-assessment criteria at the end of the learning sequence, before the presentation.
Note: The full assessment package (teacher protocol, question bank, scoring guide) is in SD26-Teachers/sat/C01-2026/C01-1-Assessment-Package.typ. This wiki page covers only the checkpoint criteria suitable for the student-facing checklist.